Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/17013 |
Resumo: | This thesis is structured around the question: What is training for citizenship according to teachers' perceptions? Its general objective is to analyze the perceptions of teachers from a public school in the early years of Elementary School about training for citizenship and how this training takes place (or not) in curricular and management practices. The relevance of questioning the type of education that schools promote is highlighted, as they interfere in the construction of a type of citizen-subject. The concept of citizenship is related to different world visions, which can take on conflicting connotations. Due to its intrinsic relationship with education, the school reality can be seen from different perspectives, each corresponding to a conception of student-citizen formation. In this research, two opposing and conflicting theoretical perspectives were defined to analyze the concept of citizenship and its relations with the concepts of curriculum and management: the neoliberal/managerialist and the democratic/emancipatory. By advocating in favor of approaching these three concepts in the second perspective, we bet on the articulation between curriculum – conceived as a process and praxis – and democratic management to guide the possibilities of transformation in the school environment. The research, of a qualitative nature, was developed in a public school in the early years of Elementary School in the city of São Carlos/SP. The steps for data construction included application of a form and conducting interviews; data analysis was performed using content analysis. Regarding the results, the participants revealed that they did not have precise ideas about the concept of citizenship, nor had they thought about this topic until the moment of the interview. It is noteworthy the fact that they understand citizenship restricted to the domain of personal relationships. Therefore, the formation of students for citizenship would be guided by the learning of values/principles and would happen “all the time” at school through these relationships, with the teacher as the main mediator. Furthermore, this formation would take place beyond the specific contents of the curricular components, within the scope of the hidden curriculum, being dealt through conversations with the students. Such training would appear, then, as a by-product of the educational action. The interviewees emphasize the importance of the management team in the formation of school actors for citizenship, claiming that this formation is focused on school practices. Elements that denote a more neoliberal/managerial perspective are identified in their speeches, and they also present aspects of the discourses disseminated by the curricular texts and of “common sense”. There is allusion to an inactive and conformist citizenship since their perceptions are centered on the understanding that students should only incorporate certain values to be integrated into society. The announcement of curricular and management practices that promote democratic and emancipatory aspects in the formation of students for citizenship was not identified. However, it is considered that this does not fall under the responsibility of the teachers, since they did not have specific formation on the subject and, still, the school institution itself does not put it precisely in its pedagogical proposal. Through this study, the aim is to contribute academically to the production of knowledge about formation for citizenship by different professionals working in public schools, within the scope of curricular and management processes. The social contribution of the research, on the other hand, is to promote debate in the school space on the introduction of the theme of citizenship in the curriculum and management, to forming the students in the emancipatory perspective of the subject-citizen. |
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Castro, Mariângela Machado deLima, Emília Freitas dehttp://lattes.cnpq.br/5515637339275988http://lattes.cnpq.br/13130450952812222022-11-10T17:16:23Z2022-11-10T17:16:23Z2022-08-29CASTRO, Mariângela Machado de. Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17013.https://repositorio.ufscar.br/handle/ufscar/17013This thesis is structured around the question: What is training for citizenship according to teachers' perceptions? Its general objective is to analyze the perceptions of teachers from a public school in the early years of Elementary School about training for citizenship and how this training takes place (or not) in curricular and management practices. The relevance of questioning the type of education that schools promote is highlighted, as they interfere in the construction of a type of citizen-subject. The concept of citizenship is related to different world visions, which can take on conflicting connotations. Due to its intrinsic relationship with education, the school reality can be seen from different perspectives, each corresponding to a conception of student-citizen formation. In this research, two opposing and conflicting theoretical perspectives were defined to analyze the concept of citizenship and its relations with the concepts of curriculum and management: the neoliberal/managerialist and the democratic/emancipatory. By advocating in favor of approaching these three concepts in the second perspective, we bet on the articulation between curriculum – conceived as a process and praxis – and democratic management to guide the possibilities of transformation in the school environment. The research, of a qualitative nature, was developed in a public school in the early years of Elementary School in the city of São Carlos/SP. The steps for data construction included application of a form and conducting interviews; data analysis was performed using content analysis. Regarding the results, the participants revealed that they did not have precise ideas about the concept of citizenship, nor had they thought about this topic until the moment of the interview. It is noteworthy the fact that they understand citizenship restricted to the domain of personal relationships. Therefore, the formation of students for citizenship would be guided by the learning of values/principles and would happen “all the time” at school through these relationships, with the teacher as the main mediator. Furthermore, this formation would take place beyond the specific contents of the curricular components, within the scope of the hidden curriculum, being dealt through conversations with the students. Such training would appear, then, as a by-product of the educational action. The interviewees emphasize the importance of the management team in the formation of school actors for citizenship, claiming that this formation is focused on school practices. Elements that denote a more neoliberal/managerial perspective are identified in their speeches, and they also present aspects of the discourses disseminated by the curricular texts and of “common sense”. There is allusion to an inactive and conformist citizenship since their perceptions are centered on the understanding that students should only incorporate certain values to be integrated into society. The announcement of curricular and management practices that promote democratic and emancipatory aspects in the formation of students for citizenship was not identified. However, it is considered that this does not fall under the responsibility of the teachers, since they did not have specific formation on the subject and, still, the school institution itself does not put it precisely in its pedagogical proposal. Through this study, the aim is to contribute academically to the production of knowledge about formation for citizenship by different professionals working in public schools, within the scope of curricular and management processes. The social contribution of the research, on the other hand, is to promote debate in the school space on the introduction of the theme of citizenship in the curriculum and management, to forming the students in the emancipatory perspective of the subject-citizen.Esta tese estruturou-se em torno da questão: O que é formar para a cidadania segundo percepções de docentes? Seu objetivo geral foi analisar as percepções de docentes de uma escola pública dos anos iniciais do Ensino Fundamental sobre formar para a cidadania e como essa formação se dá (ou não) nas práticas curriculares e gestionárias. Evidencia-se a relevância de problematizar o tipo de educação que as escolas promovem, pois elas interferem na construção de um tipo de sujeito-cidadão. O conceito de cidadania se relaciona a distintas visões de mundo, podendo assumir conotações conflitantes. Por sua intrínseca relação com a educação, pode-se ver a realidade escolar por diferentes perspectivas, a cada uma correspondendo uma concepção de formação do estudante-cidadão. Nesta pesquisa foram delimitadas duas perspectivas teóricas opostas e conflitantes para se analisar o conceito de cidadania e suas relações com os conceitos de currículo e gestão: a neoliberal/gerencialista e a democrática/emancipatória. Ao se advogar em favor da abordagem desses três conceitos na segunda perspectiva, aposta-se na articulação entre currículo – concebido como processo e práxis – e gestão democrática para nortear as possibilidades de transformação no âmbito escolar. A pesquisa, de natureza qualitativa, foi desenvolvida em uma escola pública dos anos iniciais do Ensino Fundamental do município de São Carlos/SP. As etapas para a construção dos dados incluíram aplicação de formulário e realização de entrevistas; e a análise dos dados foi feita mediante análise de conteúdo. Com relação aos resultados, as participantes revelaram não ter ideias precisas quanto ao conceito de cidadania, nem ter pensado sobre esse tema até o momento da entrevista. Destaca-se o fato delas compreenderem a cidadania restrita ao domínio das relações pessoais. Logo, a formação dos estudantes para a cidadania se pautaria na aprendizagem de valores/princípios e aconteceria “o tempo inteiro” na escola por meio dessas relações, tendo o docente como principal mediador. Ademais, esta formação ocorreria para além dos conteúdos específicos dos componentes curriculares, no âmbito do currículo oculto, sendo tratada por meio de conversas com os estudantes. Tal formação figuraria, então, como um subproduto da ação educativa. As entrevistadas salientam a importância da equipe gestora na formação dos atores escolares para a cidadania, reivindicando que esta formação seja voltada para as práticas escolares. Identificam-se em suas falas elementos que denotam uma perspectiva mais neoliberal/gerencialista e, ainda, apresentam aspectos dos discursos disseminados pelos textos curriculares e do “senso comum”. Há alusão a uma cidadania inativa e conformista, visto que suas percepções se centralizam na compreensão de que os estudantes devem apenas incorporar certos valores com o intuito de serem integrados na sociedade. Não foi identificado o anúncio de práticas curriculares e gestionárias que promovam aspectos democráticos e emancipatórios na formação dos estudantes para a cidadania. Todavia, considera-se que isso não recai na responsabilização das professoras, visto que não tiveram formação específica sobre o tema e, ainda, a própria instituição escolar não o coloca de maneira precisa em sua proposta pedagógica. Por meio deste estudo, almeja-se contribuir academicamente com a produção de conhecimento sobre a formação para a cidadania pelos diferentes profissionais atuantes na escola pública, no âmbito dos processos curriculares e gestionários. Já a contribuição social da pesquisa é a de promover o debate no espaço escolar sobre a introdução do tema da cidadania no currículo e na gestão, com vistas à formação na perspectiva emancipatória do sujeito-cidadão.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Número do processo: 142144/2019-3, Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEscola públicaFormação para a cidadaniaCurrículoGestão escolarPublic schoolCitizenship trainingCurriculumSchool managementCIENCIAS HUMANAS::EDUCACAO::CURRICULOCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPercepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciaisTeachers' perceptions about training for citizenship: a study in an elementary school - early yearsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese de Doutorado_Castro_2022.pdfTese de Doutorado_Castro_2022.pdfTese de Doutorado_Castro_2022application/pdf6563033https://repositorio.ufscar.br/bitstream/ufscar/17013/1/Tese%20de%20Doutorado_Castro_2022.pdfb5bb8963a4ea723f868a55553308836dMD51Carta comprovante da versão final da tese.pdfCarta comprovante da versão final da tese.pdfapplication/pdf94618https://repositorio.ufscar.br/bitstream/ufscar/17013/2/Carta%20comprovante%20da%20vers%c3%a3o%20final%20da%20tese.pdf7ea849eeebc5674e3d973594b513b99dMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/17013/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTese de Doutorado_Castro_2022.pdf.txtTese de Doutorado_Castro_2022.pdf.txtExtracted texttext/plain1094447https://repositorio.ufscar.br/bitstream/ufscar/17013/4/Tese%20de%20Doutorado_Castro_2022.pdf.txt60f9862add91308eb5d4b639df52b372MD54Carta comprovante da versão final da tese.pdf.txtCarta comprovante da versão final da tese.pdf.txtExtracted texttext/plain1348https://repositorio.ufscar.br/bitstream/ufscar/17013/6/Carta%20comprovante%20da%20vers%c3%a3o%20final%20da%20tese.pdf.txt47cb399b2f577cfac68f50ab0e0213a5MD56THUMBNAILTese de Doutorado_Castro_2022.pdf.jpgTese de Doutorado_Castro_2022.pdf.jpgIM Thumbnailimage/jpeg6153https://repositorio.ufscar.br/bitstream/ufscar/17013/5/Tese%20de%20Doutorado_Castro_2022.pdf.jpg4f9e7911a8cd3dd141f2a4a39273bccfMD55Carta comprovante da versão final da tese.pdf.jpgCarta comprovante da versão final da tese.pdf.jpgIM Thumbnailimage/jpeg5457https://repositorio.ufscar.br/bitstream/ufscar/17013/7/Carta%20comprovante%20da%20vers%c3%a3o%20final%20da%20tese.pdf.jpgd7fe71b8d3686deeebaf42aa49238741MD57ufscar/170132022-11-11 03:40:24.121oai:repositorio.ufscar.br:ufscar/17013Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:04:53.653077Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
dc.title.alternative.eng.fl_str_mv |
Teachers' perceptions about training for citizenship: a study in an elementary school - early years |
title |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
spellingShingle |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais Castro, Mariângela Machado de Escola pública Formação para a cidadania Currículo Gestão escolar Public school Citizenship training Curriculum School management CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
title_full |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
title_fullStr |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
title_full_unstemmed |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
title_sort |
Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais |
author |
Castro, Mariângela Machado de |
author_facet |
Castro, Mariângela Machado de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1313045095281222 |
dc.contributor.author.fl_str_mv |
Castro, Mariângela Machado de |
dc.contributor.advisor1.fl_str_mv |
Lima, Emília Freitas de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5515637339275988 |
contributor_str_mv |
Lima, Emília Freitas de |
dc.subject.por.fl_str_mv |
Escola pública Formação para a cidadania Currículo Gestão escolar |
topic |
Escola pública Formação para a cidadania Currículo Gestão escolar Public school Citizenship training Curriculum School management CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Public school Citizenship training Curriculum School management |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This thesis is structured around the question: What is training for citizenship according to teachers' perceptions? Its general objective is to analyze the perceptions of teachers from a public school in the early years of Elementary School about training for citizenship and how this training takes place (or not) in curricular and management practices. The relevance of questioning the type of education that schools promote is highlighted, as they interfere in the construction of a type of citizen-subject. The concept of citizenship is related to different world visions, which can take on conflicting connotations. Due to its intrinsic relationship with education, the school reality can be seen from different perspectives, each corresponding to a conception of student-citizen formation. In this research, two opposing and conflicting theoretical perspectives were defined to analyze the concept of citizenship and its relations with the concepts of curriculum and management: the neoliberal/managerialist and the democratic/emancipatory. By advocating in favor of approaching these three concepts in the second perspective, we bet on the articulation between curriculum – conceived as a process and praxis – and democratic management to guide the possibilities of transformation in the school environment. The research, of a qualitative nature, was developed in a public school in the early years of Elementary School in the city of São Carlos/SP. The steps for data construction included application of a form and conducting interviews; data analysis was performed using content analysis. Regarding the results, the participants revealed that they did not have precise ideas about the concept of citizenship, nor had they thought about this topic until the moment of the interview. It is noteworthy the fact that they understand citizenship restricted to the domain of personal relationships. Therefore, the formation of students for citizenship would be guided by the learning of values/principles and would happen “all the time” at school through these relationships, with the teacher as the main mediator. Furthermore, this formation would take place beyond the specific contents of the curricular components, within the scope of the hidden curriculum, being dealt through conversations with the students. Such training would appear, then, as a by-product of the educational action. The interviewees emphasize the importance of the management team in the formation of school actors for citizenship, claiming that this formation is focused on school practices. Elements that denote a more neoliberal/managerial perspective are identified in their speeches, and they also present aspects of the discourses disseminated by the curricular texts and of “common sense”. There is allusion to an inactive and conformist citizenship since their perceptions are centered on the understanding that students should only incorporate certain values to be integrated into society. The announcement of curricular and management practices that promote democratic and emancipatory aspects in the formation of students for citizenship was not identified. However, it is considered that this does not fall under the responsibility of the teachers, since they did not have specific formation on the subject and, still, the school institution itself does not put it precisely in its pedagogical proposal. Through this study, the aim is to contribute academically to the production of knowledge about formation for citizenship by different professionals working in public schools, within the scope of curricular and management processes. The social contribution of the research, on the other hand, is to promote debate in the school space on the introduction of the theme of citizenship in the curriculum and management, to forming the students in the emancipatory perspective of the subject-citizen. |
publishDate |
2022 |
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2022-11-10T17:16:23Z |
dc.date.available.fl_str_mv |
2022-11-10T17:16:23Z |
dc.date.issued.fl_str_mv |
2022-08-29 |
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CASTRO, Mariângela Machado de. Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17013. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/17013 |
identifier_str_mv |
CASTRO, Mariângela Machado de. Percepções de professoras sobre formação para a cidadania: um estudo numa escola de ensino fundamental – anos iniciais. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17013. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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